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111.
Martin W.A. Caminada 《Journal of Applied Logic》2008,6(1):109-132
In traditional mathematical models of argumentation an argument often consists of a chain of rules or reasons, beginning with premisses and leading to a conclusion that is endorsed by the party that put forward the argument. In informal reasoning, however, one often encounters a specific class of counterarguments that until now has received little attention in argumentation formalisms. The idea is that instead of starting with the premisses, the argument starts with the propositions put forward by the counterparty, of which the absurdity is illustrated by showing their (defeasible) consequences. This way of argumentation (which we call S-arguments) is very akin to Socratic dialogues and critical interviews; it also has applications in modern philosophy. In this paper, various examples of S-arguments are provided, as well as a treatment of the problems that occur when trying to formalize them in existing formalisms. We also provide general guidelines that can serve as a basis for implementing S-arguments into various existing formalisms. In particular, we show how S-arguments can be implemented in Pollock's formalism, how they fit into Dung's abstract argumentation approach and how they are related to the issue of self-defeating arguments. 相似文献
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Douglas Pratt 《Sophia》2007,46(3):245-261
Interreligious dialogue does not take place in a vacuum, nor is it a matter of casual conversation. Dialogue is a contested
phenomenon, advocated and embraced on one hand, eschewed and discarded on the other. By way of an exploration of the fact
of plurality, the notions of modernism and postmodernism, and a brief discussion of select pertinent issues (unity, truth,
and the very idea of theology), the paradigmatic context of pluralism will be critically discussed. Contemporary engagement
in interreligious dialogue and interfaith relations requires to be underpinned by a carefully thought-out conceptualising
of the context in which it can authentically occur. This paper seeks to contribute to the understanding of the context of
and for interreligious dialogue.
相似文献
Douglas PrattEmail: |
113.
Peter Roberts 《Studies in Philosophy and Education》2007,26(6):509-523
This paper considers Hermann Hesse’s novel, The Glass Bead Game, in the light of Paulo Freire’s educational philosophy. The Glass Bead Game is set in Castalia, a “pedagogical province” of the 23rd century. It is argued that the central character in the book, Joseph
Knecht, undergoes a complex process of conscientisation. Knecht develops an increasingly critical understanding of Castalian
society, questioning some of its most cherished assumptions while nonetheless deepening his appreciation of the beauty of
the Glass Bead Game. He becomes less certain of his certainties as he grows older, and eventually decides to give away his
prestigious post as Magister Ludi (Master of the Glass Bead Game) to pursue a quiet life as a tutor. Dialogue plays a key
role in the development of Knecht’s critical consciousness. Freirean theory is seen to provide a robust framework for the
analysis of key themes in Hesse’s text. At the same time, The Glass Bead Game is helpful in demonstrating the meaning and significance of conscientisation and dialogue for educational lives. 相似文献
114.
Gary Yontef 《Journal of Contemporary Psychotherapy》2007,37(1):17-23
This article discusses the gestalt therapy concept of the paradoxical theory of change and a method combining a dialogic relationship
with active phenomenological focusing and experimenting. Fundamental change results from self-acceptance and not attempts
to change based on self-rejection. This is supported by the characteristics of dialogic contact: inclusion, confirmation,
authentic presence, and a commitment to what emerges between therapist and patient. The patient is taught how to be aware,
including awareness of the awareness process, facilitating autonomous use of the method by the patient. Suggestions and cautions
for practice are discussed.
My thanks to Lynne Jacobs for help in writing this article 相似文献
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Gail D. Heyman Xiao Pan Ding Genyue Fu Fen Xu Brian J. Compton Kang Lee 《Cognitive Science》2020,44(3):e12824
Starting in early childhood, children are socialized to be honest. However, they are also expected to avoid telling the truth in sensitive situations if doing so could be seen as inappropriate or impolite. Across two studies (total N = 358), the reasoning of 3- to 5-year-old children in such a scenario was investigated by manipulating whether the information in question would be helpful to the recipient. The studies used a reverse rouge paradigm, in which a confederate with a highly salient red mark on her nose asked children whether she looked okay prior to having her picture taken. In Study 1, children tended to tell the truth only if they were able to observe that the mark was temporary and the confederate did not know it was there. In Study 2, children tended to tell the truth only if they were able to observe that the mark could be concealed with makeup. These findings show that for children as young as age 3, decisions about whether to tell the truth are influenced by the likelihood that the information would be helpful to the recipient. 相似文献
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Dana W. Moore Rafeeque A. Bhadelia Rebecca L. Billings Carl Fulwiler Kenneth M. Heilman Kenneth M.J. Rood David A. Gansler 《Brain and cognition》2009,70(3):267-272
Background/hypothesis
Divergent thinking is an important measurable component of creativity. This study tested the postulate that divergent thinking depends on large distributed inter- and intra-hemispheric networks. Although preliminary evidence supports increased brain connectivity during divergent thinking, the neural correlates of this characteristic have not been entirely specified. It was predicted that visuospatial divergent thinking would correlate with right hemisphere white matter volume (WMV) and with the size of the corpus callosum (CC).Methods
Volumetric magnetic resonance imaging (MRI) analyses and the Torrance Tests of Creative Thinking (TTCT) were completed among 21 normal right-handed adult males.Results
TTCT scores correlated negatively with the size of the CC and were not correlated with right or, incidentally, left WMV.Conclusions
Although these results were not predicted, perhaps, as suggested by Bogen and Bogen (1988), decreased callosal connectivity enhances hemispheric specialization, which benefits the incubation of ideas that are critical for the divergent-thinking component of creativity, and it is the momentary inhibition of this hemispheric independence that accounts for the illumination that is part of the innovative stage of creativity. Alternatively, decreased CC size may reflect more selective developmental pruning, thereby facilitating efficient functional connectivity. 相似文献120.
Can group counselling help patients who present with symptoms that cannot be explained medically? Preliminary results of working with one such group are reported. Six patients in a primary care practice were offered weekly sessions for half a year. The findings suggest that the patients attended all group sessions. The patients reported experiences known to be related to group counselling, and when the group ended, patient reports show that the severity of their problems was reduced significantly (p<.001). Furthermore, during the six months after the group ended patients significantly (p<.025) reduced their visits to their general practitioners. These results seem to call for wider use of humanistic group counselling with somatising patients and further research into the impact of such form of counselling. 相似文献